THE ROLE OF MOTIVATION IN THE TEACHING AND LEARNING PROCESS: A (CASE STUDY OF MMC)

This study investigated the role of motivation in the teaching and learming process within selected secondary schools in Maiduguri Metropolitan Council (MMC). The primary objective was to identify the key motivational factors influencing teachers and students and to assess the impact of these factors on academic performance and teaching effectiveness. The study adopted a descriptive survey research design. A sample of 200 respondents, comprising 100 teachers and 100 students, was selected using stratified random sampling. A structured questionnaire, validated by experts and with a Cronbach's Alpha reliability of 0.82, served as the main instrument for data collection. Data were analyzed using descriptive statistics (mean, percentage) and inferential statistics (Pearson correlation, Chi-square). Findings revealed that intrinsic motivational factors (e.g., personal interest, achievement goals) were rated slightly higher (mean = 4.2) than extrinsic factors (mean -3.6). A vast majority of respondents (91% of teachers, 88% of students) agreed that motivation significantly enhances teaching effectiveness and academic performamce, respectively. The most common motivational strategies employed in schools were verbal praise (76%) and awards (69.5%). Hypothesis testing showeda significat positive correlation (r= 0.68S, p < 0.01) between teacher motivation and student academic achievement. However, no significant difference (p > 0.05) was found in motivation levels between public and private school students. The study concudes that motivation is a critical catalyst for educational success in MMC. It recommends that school administrators and policymakers should prioritize both intrinsic and extrinsic incentives, such as improving teacher welfare, promoting student autonomy, and investing in interactive teaching methods, to foster a more motivated learning environment.